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ERIC Number: ED530968
Record Type: Non-Journal
Publication Date: 2008-Jul-29
Pages: 12
Abstractor: As Provided
Reference Count: N/A
Review of "High-Achieving Students in the Era of NCLB"
Camilli, Gregory
Education and the Public Interest Center
A recent report from the Fordham Institute considers potential instructional policies for high-achieving students that should be considered in the forthcoming reauthorization of the No Child Left Behind Act. The report finds: 1) achievement growth among high-achieving students has been slower than that of low-achieving students; 2) this trend can be traced to state accountability practices; and 3) teachers would support new policies targeted to high achievers. This review examines several premises of the report's conclusions, both implicit and explicit. It concludes that evidence regarding the effects of accountability is inconsistent. It also concludes that teachers have a more nuanced view of allocating resources to high- and low-achievers than is recognized in the report. (Contains 1 table and 16 notes and references.) [This paper reviews the following document: "High-Achieving Students in the Era of NCLB" (ED501703).]
Education and the Public Interest Center. School of Education, University of Colorado, Boulder, CO 80309. Tel: 303-447-EPIC; Fax: 303-492-7090; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: University of Colorado at Boulder, Education and the Public Interest Center; Arizona State University, Education Policy Research Unit
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001