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CRESST Policy Brief 7. Winter 2004
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Abedi, Jamal; Dietel, John. – Center for Research on Evaluation Standards and Student Testing CRESST, 2004
The No Child Left Behind Act of 2001 (NCLB) requires that all children, including English language learners (ELLs), reach high standards by demonstrating proficiency in English language arts and mathematics by 2014. Schools and districts must help ELL students, among other subgroups, make continuous progress toward this goal, as measured by…
Descriptors: Federal Legislation, Limited English Speaking, Achievement Tests, Student Evaluation
Identified and Placed for Life: A Review of the Disproportionate Number of Black Children Assessed, Identified and Placed in Programs for the Educable Mentally Retarded.
Sullivan, Otha Richard – 1981
This paper reviews and assesses the data that show black children are being placed in Educable Mentally Retarded (EMR) classes at rates which are two to four times greater than whites or any other ethnic group in the nation. Discussed are the results and implications of a study involving a comparative analysis of the national statistics of the…
Descriptors: Black Students, Civil Liberties, Elementary Secondary Education, Equal Education
Striving for Excellence: A Report on Stanford Achievement Test Results in the Great City Schools.
Eisner, Caroline, Ed. – 2001
This report examines urban student achievement using the SAT-9, the most commonly used standardized assessment among the major cities. The study, conducted in collaboration with the test's creator, Harcourt Educational Measurement, highlights student achievement in Great City Schools (GCS) and describes how urban students perform on traditional…
Descriptors: Academic Achievement, Black Students, Elementary Secondary Education, Hispanic American Students
Measure for Measure: A Magnified Look at Standardized Test Scores.
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Antonucci, Mike – 1999
This document is a study of standardized tests by sub-group, ranking the states according to scores divided (in turn) by gender, race and ethnicity, location of school, family income, parental education, teacher qualification and experience, limited English proficiency, special education participation rate, and per-pupil spending. The tests…
Descriptors: Academic Achievement, Educational Policy, Elementary Education, Ethnic Groups