Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 9 |
Descriptor
| Algebra | 9 |
| Mathematics Achievement | 7 |
| Scores | 7 |
| Achievement Gains | 6 |
| Reading Achievement | 6 |
| Academic Achievement | 5 |
| Accountability | 5 |
| Federal Legislation | 5 |
| Gender Differences | 5 |
| Grade 8 | 5 |
| Trend Analysis | 5 |
| More ▼ | |
Source
| Center on Education Policy | 5 |
| American Institutes for… | 1 |
| National Center for Research… | 1 |
| Partnership for Assessment of… | 1 |
| Regional Educational… | 1 |
Author
| Binning, Kevin R. | 1 |
| Boyd, Aimee | 1 |
| Buschang, Rebecca E. | 1 |
| Chung, Greg K. W. K. | 1 |
| Dana Shaat | 1 |
| Elizabeth Kurban | 1 |
| Mariesa Hawkins | 1 |
| Quesen, Sarah | 1 |
| Steedle, Jeffrey | 1 |
| Vendlinski, Terry P. | 1 |
| Yinmei Wan | 1 |
| More ▼ | |
Publication Type
| Numerical/Quantitative Data | 9 |
| Reports - Evaluative | 5 |
| Reports - Research | 3 |
| Tests/Questionnaires | 2 |
| Reports - Descriptive | 1 |
Education Level
| Grade 10 | 9 |
| Grade 8 | 8 |
| Grade 4 | 6 |
| High Schools | 6 |
| Elementary Secondary Education | 5 |
| Middle Schools | 5 |
| Secondary Education | 5 |
| Elementary Education | 4 |
| Grade 11 | 4 |
| Grade 6 | 4 |
| Grade 7 | 4 |
| More ▼ | |
Audience
Location
| California | 2 |
| Maryland | 2 |
| Utah | 2 |
| Georgia | 1 |
| Massachusetts | 1 |
| New Jersey | 1 |
| New Mexico | 1 |
| Oklahoma | 1 |
| Rhode Island | 1 |
| Texas | 1 |
| Texas (Austin) | 1 |
| More ▼ | |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 5 |
Assessments and Surveys
| ACT Assessment | 1 |
| National Merit Scholarship… | 1 |
| Preliminary Scholastic… | 1 |
| SAT (College Admission Test) | 1 |
| State of Texas Assessments of… | 1 |
What Works Clearinghouse Rating
Download full textElizabeth Kurban; Yinmei Wan; Mariesa Hawkins; Dana Shaat – American Institutes for Research, 2024
Purpose: The purpose of the study was to evaluate the implementation and impact of the IDEA Public Schools' Mathematics Curriculum Redesign (MCR) effort, funded by an Innovation and Research (EIR) grant. Methods: The study used a quasi-experimental matching design to examine the effect of MCR on student achievement outcomes. The study compared…
Descriptors: Public Schools, Mathematics Curriculum, Grants, Educational Change
Steedle, Jeffrey; Quesen, Sarah; Boyd, Aimee – Partnership for Assessment of Readiness for College and Careers, 2017
On the Partnership for Assessment of Readiness for College and Careers (PARCC) assessments, the attainment of performance level 4 is intended to indicate college readiness or being "on track" to college and career readiness. Students who achieve Level 4 should have a 0.75 probability of attaining at least a C in entry-level,…
Descriptors: College Readiness, Career Readiness, Test Validity, Longitudinal Studies
Peer reviewedRegional Educational Laboratory Southeast, 2020
These are the appendixes for the report, "District Changes in Student Achievement and Local Practice under Georgia's District and School Flexibility Policy." Five appendixes are included in the document: (1) About the study; (2) Data and methods; (3) Supporting analysis; (4) Survey instrument; and (5) Interview protocol. [For the full…
Descriptors: Educational Policy, School Districts, Accountability, Performance Contracts
Vendlinski, Terry P.; Chung, Greg K. W. K.; Binning, Kevin R.; Buschang, Rebecca E. – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2011
Understanding the meaning of rational numbers and how to perform mathematical operations with those numbers seems to be a perennial problem in the United States for both adults and children. Based on previous work, we hypothesized that giving students more time to practice using rational numbers in an environment that enticed them to apply their…
Descriptors: Feedback (Response), Intervention, Educational Research, Video Games
Center on Education Policy, 2010
This paper profiles the student subgroup achievement and gap trends in Maryland for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Maryland had data for racial/ethnic subgroups, low income students, and boys and girls at the proficient and advanced levels. The percentage of students reaching the…
Descriptors: Low Income, Scores, Trend Analysis, Reading Achievement
Center on Education Policy, 2010
In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), California students made gains across the board in reading at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. In math, there were some declines at the basic achievement level. In terms of…
Descriptors: Achievement Gap, Achievement Gains, Reading Achievement, Mathematics Achievement
Center on Education Policy, 2010
This paper profiles the student subgroup achievement and gap trends in Utah for 2010. Utah implemented new standards and cut scores in math so trend data that include 2009 are not available. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Utah showed across-the-board gains in reading at the basic,…
Descriptors: Achievement Gap, Achievement Gains, Reading Achievement, Mathematics Achievement
Center on Education Policy, 2009
This general achievement trends profile includes information that the Center on Education Policy (CEP) and the Human Resources Research Organization (HumRRO) obtained from states from fall 2008 through April 2009. Included herein are: (1) Bullet points summarizing key findings about achievement trends in that state at three performance…
Descriptors: Grades (Scholastic), Federal Legislation, Testing Programs, Academic Achievement
Center on Education Policy, 2009
This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between…
Descriptors: Federal Legislation, Low Income, American Indians, African American Students
