Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Coding | 2 |
| Statistical Analysis | 2 |
| Accountability | 1 |
| Achievement Gains | 1 |
| Achievement Tests | 1 |
| Adults | 1 |
| At Risk Persons | 1 |
| Change Strategies | 1 |
| Conflict | 1 |
| Coping | 1 |
| Cultural Differences | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 2 |
Education Level
Audience
Location
| Kentucky | 2 |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Download full textConner, Timothy W., II – Online Submission, 2017
K.M. Tyler et al. (2008) propose a quantitative method to measure differences between school and home experiences had by students of ethnic minority status and how such differences (cultural discontinuity) may affect psychological factors related to student achievement. Although study of cultural discontinuity has been applied to understanding…
Descriptors: Statistical Analysis, Cultural Influences, Cultural Differences, Rural Areas
Bonilla, Sade; Dee, Thomas – Stanford Center for Education Policy Analysis, 2017
Under waivers to the No Child Left Behind (NCLB) Act, the federal government required states to identify schools where targeted subgroups of students have the lowest achievement and to implement reforms in these "Focus Schools." In this study, we examine the Focus School reforms in the state of Kentucky. The reforms in this state are…
Descriptors: Educational Legislation, Federal Legislation, Educational Change, Change Strategies
