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) | 6 |
Descriptor
Source
| ProQuest LLC | 2 |
| Consortium for Policy… | 1 |
| Critical Studies in Education | 1 |
| Education Week | 1 |
| Remedial and Special Education | 1 |
Author
Publication Type
| Journal Articles | 3 |
| Dissertations/Theses -… | 2 |
| Reports - Research | 2 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Education | 6 |
| Secondary Education | 1 |
Audience
Location
| California | 2 |
| Iowa | 1 |
| New York | 1 |
| Pennsylvania | 1 |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 6 |
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkBacon, Jessica – Critical Studies in Education, 2015
An urban Pre-K through 5th grade school referred to as Westvale Elementary School was the focal point for this research study. Westvale was located within an urban district in New York State that was host to approximately 20,000 students. Both the school and the district were labeled as failing under the No Child Left Behind Act. Foucauldian…
Descriptors: Standards, Special Education, Disabilities, Interviews
Download full textWeinbaum, Elliot H.; Weiss, Michael J.; Beaver, Jessica K. – Consortium for Policy Research in Education, 2012
Prior to the mandatory testing and reporting required by the No Child Left Behind Act (NCLB), school improvement efforts were shown to lack coherence (Newman, Smith, Allensworth, & Bryk, 2001) and often included conflicting programs (Hatch, 2002). Part of the theory of performance-based accountability in general, and NCLB in particular, was…
Descriptors: Educational Legislation, Federal Legislation, Administrator Attitudes, Teacher Attitudes
Burke, Mack D.; Crowder, William; Hagan-Burke, Shanna; Zou, Yuanyuan – Remedial and Special Education, 2009
Federal mandates such as No Child Left Behind and the Individuals With Disabilities Education Improvement Act of 2004 are prompting elementary schools to carefully monitor early literacy outcomes. The shift toward monitoring early literacy outcomes requires the identification of valid sublexical fluency measures. In the current study, sublexical…
Descriptors: Reading Fluency, Federal Legislation, Phonological Awareness, Disabilities
Zehr, Mary Ann – Education Week, 2010
Educators in the Chula Vista Elementary School District determined what kind of instruction students needed through a "response to intervention" (RTI) process, which provides extra help to struggling students with an aim of reducing the number of referrals to special education. As RTI catches on throughout the country, the district is on…
Descriptors: Elementary Schools, School Districts, Early Intervention, Formative Evaluation
Richardson, Michelle Ann – ProQuest LLC, 2009
As one set of responses to the increasing demands of adequate yearly progress exerted by the No Child Left Behind Act, schools have been using professional learning communities as a tool to improve academic performance. The researcher conducted this descriptive quantitative study to query principals from 40 high- and 40 low-performing elementary…
Descriptors: Elementary Schools, Federal Legislation, Educational Improvement, Federal Programs
Lai, Emily Rose – ProQuest LLC, 2009
In response to test-based accountability (No Child Left Behind, 2001), schools and districts across the country are adopting a variety of supplemental assessments aimed at improving student performance. These interim assessments are administered more than once during the school year for the following purposes: (1) predicting student performance on…
Descriptors: Feedback (Response), Elementary Schools, Federal Legislation, Figurative Language
