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Download full textShneyderman, Aleksandr; Froman, Terry – Research Services, Miami-Dade County Public Schools, 2015
In accordance with the federal No Child Left Behind (NCLB) law of 2001, 100% of students were expected to become proficient on state assessments of reading and mathematics by the end of 2013-2014 academic year. Schools that consistently failed to meet the NCLB's Adequate Yearly Progress requirements were subject to penalties. In 2011, the U.S.…
Descriptors: Educational Legislation, Federal Legislation, Standardized Tests, Academic Achievement
Peer reviewedSanchez, Maria Teresa; Ehrlich, Stacy; Midouhas, Emily; O'Dwyer, Laura – Regional Educational Laboratory Northeast & Islands, 2009
Massachusetts policymakers recently expressed a desire to better understand Hispanic student achievement patterns in their state. Scores on the Massachusetts Comprehensive Assessment System (MCAS) tests have consistently revealed a gap in performance between Hispanic students and students from other subgroups, a gap corresponding to national…
Descriptors: Grade 10, Hispanic American Students, High School Students, Comparative Analysis
Direct linkWeinstein, Sally M.; Mermelstein, Robin J.; Hedeker, Donald; Hankin, Benjamin L.; Flay, Brian R. – Journal of Clinical Child and Adolescent Psychology, 2006
The time-varying influences of peer and family support on adolescent daily mood were explored among youth transitioning from middle school to high school (8th to 9th grade, N = 268) as compared to youth transitioning from 10th to 11th grade (N = 240). Real-time measures of daily positive and negative affect (ecological momentary assessments) were…
Descriptors: Peer Influence, Adolescents, Psychological Patterns, Middle Schools
