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Download full textPetscher, Yaacov; Kershaw, Sarah; Koon, Sharon; Foorman, Barbara R. – Regional Educational Laboratory Southeast, 2014
Districts and schools use progress monitoring to assess student progress, to identify students who fail to respond to intervention, and to further adapt instruction to student needs. Researchers and practitioners often use progress monitoring data to estimate student achievement growth (slope) and evaluate changes in performance over time for…
Descriptors: Reading Comprehension, Reading Achievement, Elementary School Students, Secondary School Students
Chingos, Matthew M. – Program on Education Policy and Governance, Harvard University, 2010
Class-size reduction (CSR) mandates presuppose that resources provided to reduce class size will have a larger impact on student outcomes than resources that districts can spend as they see fit. I estimate the impact of Florida's statewide CSR policy by comparing the deviations from prior achievement trends in districts that were required to…
Descriptors: Class Size, Academic Achievement, Achievement Tests, Educational Policy
Froman, Terry – Research Services, Miami-Dade County Public Schools, 2008
There are a number of detailed requirements for gifted screening, referral and eligibility specified under State Board Rules and School Board Rules. In all of these areas, explicit mention is made of the Florida Comprehensive Assessment Test (FCAT) Norm Referenced Test (NRT) scores as being integral components. Due to budget considerations, the…
Descriptors: Referral, Academically Gifted, State Standards, Eligibility
