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Cullen, Maureen; Polnick, Barbara; Robles-Piña, Rebecca; Slate, John R. – Educational Research for Policy and Practice, 2015
In this investigation, we examined the extent to which instructional expenditures were related to student academic achievement for students enrolled in Texas public schools for the 2005-2006 through the 2009-2010 school years. Student performance on the state-mandated assessments for all school districts in Texas for these five school years was…
Descriptors: Educational Practices, Expenditures, Instruction, Academic Achievement
Vinh, Megan; Lucas, Anne; Taylor, Cornelia; Kelley, Grace; Kasprzak, Christina – Center for IDEA Early Childhood Data Systems (DaSy), 2014
This roadmap provides a description of the activities involved in the development of the State Systemic Improvement Plan (SSIP) (SPP/APR Indicators C11 and B17) due to the Office of Special Education Programs (OSEP) on April 1, 2015. The roadmap is intended to support states with completing Phase I of the SSIP process. This document provides…
Descriptors: Educational Improvement, Special Education, Change Strategies, Teamwork
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Petscher, 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
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Petscher, 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: Response to Intervention, Achievement Gains, High Stakes Tests, Prediction
Virginia Department of Education, 2011
This paper tabulates the correlation of Virginia's mathematics performance expectations with Virginia's 2009 mathematics standards of learning.
Descriptors: Academic Standards, State Standards, Mathematics Achievement, Expectation
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Wilson, Mark; Hallam, P. J.; Pecheone, Raymond; Moss, Pamela A. – Education Policy Analysis Archives, 2014
This study examines one part of a validity argument for portfolio assessments of teaching practice used as an indicator of teaching quality to inform a licensure decision. We investigate the relationship among portfolio assessment scores, a test of teacher knowledge (ETS's Praxis I and II), and changes in student achievement (on…
Descriptors: Portfolio Assessment, Teaching Experience, Teacher Certification, Educational Quality
Weinbaum, 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
Stokes, Nicole Osterman – ProQuest LLC, 2010
The purpose of the present study was to examine the predictive ability of oral reading fluency (R-CBM) on a sixth grade high-stakes assessment with ELL and non-ELL students, as well as determine the average rate of growth on R-CBM and how that relates to level of English Proficiency. The participants in the current study included 350 sixth grade…
Descriptors: Reading Fluency, State Standards, Academic Achievement, Second Language Learning
Arizona Department of Education, 2009
Every student should understand and use all concepts and skills from the previous grade levels. The standard is designed so that new learning builds on preceding skills. Communications, Problem-solving, Reasoning & Proof, Connections, and Representation are the process standards that are embedded throughout the teaching and learning of all…
Descriptors: Numeracy, Number Concepts, Grade 3, Mathematics Education
Arizona Department of Education, 2009
Every student should understand and use all concepts and skills from the previous grade levels. The standard is designed so that new learning builds on preceding skills. Communications, Problem-solving, Reasoning & Proof, Connections, and Representation are the process standards that are embedded throughout the teaching and learning of all…
Descriptors: Numeracy, Number Concepts, Grade 5, Mathematics Education
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Cox, Michael L.; Herner, John G.; Demczyk, Michael J.; Nieberding, Jon J. – Remedial and Special Education, 2006
Testing accommodations allow students with disabilities to both participate in and demonstrate their knowledge and abilities on statewide assessments. This article discusses accommodation-related research findings of a 3-year federally funded research study. The data analysis includes an examination of accommodation policies and discipline rates…
Descriptors: Data Analysis, Testing, Attitudes toward Disabilities, Testing Accommodations
Barnes, Shontier Prescott – ProQuest LLC, 2009
The primary purpose of this study was to examine significant differences, if any, in student achievement in the area of math and science of students taught by traditionally certified teachers and alternatively certified teachers. This study examined alternatively certified teachers, as identified from through the Georgia TAPP (Teacher Alternative…
Descriptors: Teacher Education, Academic Achievement, Rural Schools, Secondary Education
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Silberglitt, Benjamin; Burns, Matthew K.; Madyun, Na'im H.; Lail, Kathryn E. – Psychology in the Schools, 2006
The No Child Left Behind Act of 2001 mandated statewide accountability testing and focused the accountability conversation on reading. Therefore, the current study examined the relationship between curriculum-based measurement for reading (R-CBM) and state accountability test scores, potential grade differences in relationship magnitude, and…
Descriptors: Federal Legislation, Grade 8, Grade 5, Grade 7
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Burke, Karen – College Student Journal, 2005
Policy makers in states across the country are taking a hard look at prospective teachers and the colleges that train them. Anyone who seeks permanent certification to teach in elementary or secondary schools in most states is now required to achieve a qualifying score on a set of tests administered by the State Teacher Certification Examination…
Descriptors: Teacher Education Programs, Teacher Certification, Student Teachers, Predictor Variables
Gold, Stephanie – Technology & Learning, 2005
The concept of data-driven professional development is both straight-forward and sensible. Implementing this approach is another story, which is why many administrators are turning to sophisticated tools to help manage data collection and analysis. These tools allow educators to assess and correlate student outcomes, instructional methods, and…
Descriptors: Teaching Methods, Instructional Effectiveness, State Standards, Computer Software