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
| Thomas B. Fordham Institute | 2 |
| ACT, Inc. | 1 |
| Center on Education Policy | 1 |
| Council of the Great City… | 1 |
| National Center for Education… | 1 |
Author
| Casserly, Michael | 1 |
| Cronin, John | 1 |
| Dahlin, Michael | 1 |
| Dibner, Kenne | 1 |
| Dogan, Enis | 1 |
| Horwitz, Amanda | 1 |
| Lewis, Sharon | 1 |
| McCahon, Donna | 1 |
| Scott, Caitlin | 1 |
| Simon, Candace | 1 |
| Uzzell, Renata | 1 |
| More ▼ | |
Publication Type
| Reports - Evaluative | 4 |
| Numerical/Quantitative Data | 3 |
| Reports - Descriptive | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 5 |
| Middle Schools | 5 |
| Elementary Secondary Education | 4 |
| Grade 4 | 4 |
| Grade 8 | 4 |
| Secondary Education | 3 |
| Grade 3 | 2 |
| Grade 5 | 2 |
| Grade 6 | 2 |
| Grade 7 | 2 |
| High Schools | 2 |
| More ▼ | |
Audience
| Policymakers | 2 |
| Practitioners | 2 |
Location
| Michigan | 6 |
| California | 3 |
| Florida | 3 |
| Georgia | 3 |
| Illinois | 3 |
| Massachusetts | 3 |
| Ohio | 3 |
| Texas | 3 |
| District of Columbia | 2 |
| Kentucky | 2 |
| Maryland | 2 |
| More ▼ | |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 3 |
| American Recovery and… | 1 |
| Elementary and Secondary… | 1 |
Assessments and Surveys
| ACT Assessment | 1 |
| National Assessment of… | 1 |
What Works Clearinghouse Rating
Download full textDogan, Enis; de Mello, Victor Bandeira; Lewis, Sharon; Simon, Candace; Uzzell, Renata; Horwitz, Amanda; Casserly, Michael – Council of the Great City Schools, 2011
In this study, the authors examined the academic performance of 18 urban districts that participated in the 2009 Trial Urban District Assessment (TUDA) of the National Assessment of Education Progress (NAEP). The districts participated in grade 4 and grade 8 reading and mathematics assessments. Eleven of these districts also participated in the…
Descriptors: Urban Schools, School Districts, Public Schools, National Competency Tests
ACT, Inc., 2012
Annually, ACT provides a snapshot of the college and career readiness of ACT-tested high school graduates. This report is offered as a service to inform policymakers and practitioners about selected indicators of effectiveness and how that translates into readiness. It is designed to stimulate discussion, inquiry, and action. This report is…
Descriptors: Academic Achievement, Academic Aspiration, Academic Persistence, Academic Standards
Scott, Caitlin; Dibner, Kenne – Center on Education Policy, 2012
Two schools in Michigan received ARRA SIG (American Recovery and Reinvestment Act School Improvement Grants) funds to enable them to implement their improvement efforts. This paper describes the outcomes of these two ARRA SIG recipient schools: (1) Phoenix Elementary-Middle School; and (2) Arthur Hill High School. The experiences of these…
Descriptors: Grants, High Schools, Elementary Schools, Case Studies
Peer reviewedNational Center for Education Statistics, 2009
This report from the National Assessment of Educational Progress (NAEP) presents results from the Trial Urban District Assessment (TUDA) in mathematics. Representative samples of between 1,800 and 4,300 fourth- and eighth-grade public school students from 18 urban districts participated in the 2009 assessment. Eleven of the districts also…
Descriptors: Public Schools, Academic Achievement, National Competency Tests, Measures (Individuals)
Thomas B. Fordham Institute, 2009
The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…
Descriptors: Federal Legislation, Educational Improvement, Educational Indicators, Federal Programs
Cronin, John; Dahlin, Michael; Xiang, Yun; McCahon, Donna – Thomas B. Fordham Institute, 2009
The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states have leeway to: (1) Craft their own academic standards, select their own tests, and define…
Descriptors: Federal Legislation, Educational Improvement, Educational Indicators, Federal Programs
