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Direct linkJennings, Jennifer; Sohn, Heeju – Sociology of Education, 2014
How do proficiency-based accountability systems affect inequality in academic achievement? This article reconciles mixed findings in the literature by demonstrating that three factors jointly determine accountability's impact. First, by analyzing student-level data from a large urban school district, we find that when educators face accountability…
Descriptors: Academic Achievement, Accountability, High Stakes Tests, Standards
Download full textLoveless, Tom; Parkas, Steve; Duffett, Ann – Thomas B. Fordham Institute, 2008
This report contains two separate studies examining the status of high-achieving students in the No Child Left Behind (NCLB) era. Part I, An Analysis of NAEP Data, authored by Brookings Institution scholar Tom Loveless, examines achievement trends for high-achieving students (defined, like low-achieving students, by their performance on the…
Descriptors: Federal Legislation, Low Achievement, Academic Achievement, Teacher Surveys
Fielding, Cheryl – Educational Forum, The, 2004
This article is based on a survey of educational diagnosticians working in Texas for the 2001-02 school year. The Executive Board of the Texas Educational Diagnosticians' Association (TEDA) developed the comprehensive survey that contained over 50 items. Only three items were related specifically to the Texas Assessment of Academic Skills (TAAS)…
Descriptors: Referral, Special Education, High Stakes Tests, Low Achievement
Brush, Thomas – 2002
Terry High School is one of three schools in the Lamar Consolidated Independent School District, Texas, serving students in grades 9 through 12. Because of low student achievement on the Texas Assessment of Academic Skills (TAAS), the faculty and administration selected PLATO Learning, Inc. computer assisted instruction programs as the primary…
Descriptors: Computer Assisted Instruction, Computer Software, High Risk Students, High School Students
Koehler, Holly – 1997
ExceL grants are a local funding initiative of the Austin Independent School District (Texas) designed to improve student achievement at the elementary level. Schools submit proposals for the 4-year grants, and the amount of the grant is determined based on the number of students not meeting minimum expectations on the Texas Assessment of Academic…
Descriptors: Academic Achievement, Achievement Gains, Achievement Tests, Disadvantaged Youth
Hardwick, John Manley, Jr. – 1996
Whether there were differences in motivational and learning environment perceptions of students selected based on their performance on the Texas Assessment of Academic Skills (TAAS) was studied over 3 years in a public school district in Texas. The degree to which affective elements of student behavior varied according to their success on this…
Descriptors: Academic Achievement, Achievement Tests, Affective Behavior, Behavior Patterns
Robertson, Trina R.; Wilkinson, L. David – 1996
The Austin Independent School District (Texas) developed the Accelerating Literacy Program (ALP) in 1993 to provide additional support for students who were having trouble passing the Texas Assessment of Academic Skills (TAAS) in the elementary grades. The ALP operates on the principle of integrating reading, writing, listening, and speaking…
Descriptors: Elementary School Students, Grade 4, Integrated Activities, Intermediate Grades
Nunnery, John A.; Ross, Steven M.; Goldfeder, Elizabeth – Center for Research in Educational Policy (CREP), 2003
The present research is a third-party study of the effects of the School Renaissance (SR) comprehensive school reform (CSR) model on student achievement in 11 elementary and middle schools in Texas. The primary measures used in the study were the Texas Learning Index (TLI) reading and mathematics scores obtained through administration of the Texas…
Descriptors: Middle Schools, Educational Environment, Educational Change, Change Strategies
Lorence, Jon; Dworkin, Anthony Gary.; Toenjes, Laurence A.; Hill, Antwanette N. – Brookings Papers on Education Policy, 2002
Although considerable research examines the impact of grade retention on student academic achievement, various shortcomings exhibited across these studies make it difficult to derive any concrete generalizations about the effectiveness of requiring students to repeat a grade. By utilizing data based on a cohort of all low-achieving elementary…
Descriptors: Elementary School Students, Grade Repetition, Reading Tests, Social Promotion
