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) | 2 |
Descriptor
| Rural Schools | 2 |
| School Size | 2 |
| Standardized Tests | 2 |
| Academic Standards | 1 |
| Accountability | 1 |
| Classification | 1 |
| College Entrance Examinations | 1 |
| Colleges | 1 |
| Consolidated Schools | 1 |
| Correlation | 1 |
| Critical Thinking | 1 |
| More ▼ | |
Publication Type
| Dissertations/Theses -… | 1 |
| Journal Articles | 1 |
| Reports - Evaluative | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Higher Education | 1 |
| Postsecondary Education | 1 |
| Secondary Education | 1 |
Audience
Location
| Minnesota | 1 |
Laws, Policies, & Programs
| Elementary and Secondary… | 2 |
| No Child Left Behind Act 2001 | 2 |
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textJackson, Allen; Gaudet, Laura – American Journal of Business Education, 2010
The No Child Left Behind (NCLB) Act has been the main focus of educational debate since we entered the 21st Century. It has left educators in dispute about the reasonableness of federally-ordered reforms and the necessity for holding all students to the same academic standards. The 2001 legislation expanded the federal government's role in public…
Descriptors: Educational Legislation, Federal Legislation, Educational Change, Academic Standards
Stock, Jason John – Online Submission, 2013
In this empirical study, teacher reported knowledge, use, preparation, and importance of higher-level thinking summative assessment questions were analyzed. This study was conducted using a survey distributed to seven Minnesota high schools that represented urban, suburban, and rural settings. Survey responses were cross tabulated with demographic…
Descriptors: Secondary School Teachers, Knowledge Level, Pedagogical Content Knowledge, Critical Thinking
