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Aldeman, Chad – Education Next, 2017
When President Obama took office in 2009, his administration quickly seized on teacher evaluations as an important public-policy problem. Today, much of his legacy on K-12 education rests on efforts to revamp evaluations in the hopes of improving teaching across the country, which his administration pursued via a series of incentives for states.…
Descriptors: Teacher Evaluation, Elementary Secondary Education, Academic Achievement, Educational Policy
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Imperatore, Catherine; Hyslop, Alisha – Peabody Journal of Education, 2017
Federal legislation has driven and been receptive to the vision of a rigorous, relevant career and technical education (CTE) system integrated with academics and aligned across middle school, secondary school, and postsecondary education. This article uses a social policy analysis approach to trace the history of federal CTE policy throughout the…
Descriptors: Vocational Education, Educational Policy, Federal Legislation, Educational Legislation
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McCluskey, Neal – Journal of School Choice, 2017
Since at least the enactment of No Child Left Behind in 2002, standardized test scores have served as the primary measures of public school effectiveness. Yet, such scores fail to measure the ultimate goal of education: maximizing happiness. This exploratory analysis assesses nation level associations between test scores and happiness, controlling…
Descriptors: Well Being, Scores, Psychological Patterns, Standardized Tests
Hess, Frederick M., Ed.; Eden, Max, Ed. – Harvard Education Press, 2017
Frederick M. Hess and Max Eden bring together a cross-section of respected academics and journalists to examine key aspects of the Every Student Succeeds Act (ESSA). The Chapters appear on the table of contents as follows: (1) From ESEA to NCLB: The Growth of the Federal Role and the Shift to Accountability (Patrick McGuinn); (2) From NCLB to…
Descriptors: Educational Legislation, Elementary Secondary Education, Federal Legislation, Federal Government
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Dennis, Danielle V. – Reading Teacher, 2017
Signed into law by President Barack Obama in December 2015, the Every Student Succeeds Act (ESSA) replaces No Child Left Behind (NCLB), the 2001 reauthorization of the Elementary and Secondary Education Act. NCLB and its Reading First mandate brought punitive accountability models and scripted core curricula into schools. Based on the language of…
Descriptors: Federal Legislation, Educational Legislation, Elementary Secondary Education, Reading Programs
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Moinolnolki, Neda; Han, Myae – Childhood Education, 2017
As populations migrate and seek refuge around the world, educators in receiving countries need information about how to provide meaningful education experiences. Refugee children have higher rates of school dropout and are faced with many challenges, such as acculturation stress, poverty, poor housing, dangerous neighborhoods, and psychological…
Descriptors: Refugees, Dropouts, Dropout Rate, Educational Legislation
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Anderson, Patricia M.; Butcher, Kristin F.; Schanzenbach, Diane Whitmore – Education Finance and Policy, 2017
This paper investigates how accountability pressures under No Child Left Behind (NCLB) may have affected students' rate of overweight. Schools facing pressure to improve academic outcomes may reallocate their efforts in ways that have unintended consequences for children's health. To examine the impact of school accountability, we create a unique…
Descriptors: Educational Legislation, Federal Legislation, Obesity, Accountability
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Ballou, Dale; Springer, Matthew G. – Education Finance and Policy, 2017
The No Child Left Behind Act (NCLB) has been criticized for encouraging schools to neglect students whose performance exceeds the proficiency threshold or lies so far below it that there is no reasonable prospect of closing the gap during the current year. We examine this hypothesis using longitudinal data from 2002-03 through 2005-06. Our…
Descriptors: Educational Legislation, Federal Legislation, Accountability, Achievement Gains
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Seymour, Clancy M.; Garrison, Mark J. – Journal of Inquiry and Action in Education, 2017
The implementation of value-added models of teacher evaluation continue to expand in public education, but the effects of using student test scores to evaluate K-12 physical educators necessitates further discussion. Using the five National Standards for K-12 Physical Education from the Society of Health and Physical Educators America (SHAPE),…
Descriptors: Value Added Models, National Standards, Elementary Secondary Education, Physical Education
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Lee, Jaekyung; Wu, Yin – Education Policy Analysis Archives, 2017
This study examines the trends of the U.S. states' reading and math proficiency standards before and after the adoption of the Common Core State Standards (CCSS) and explores their impact on school practices and student achievement. Drawing on the 2003-15 National Assessment of Educational Progress (NAEP) grades 4 and 8 assessment and survey…
Descriptors: Common Core State Standards, Educational Trends, Reading Skills, Mathematics Skills
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Clancy, Mary; Gardner, Jessica – International Journal of ePortfolio, 2017
This article chronicles the development of a portfolio system used primarily to assess special education high school students on a variety of traditional and non-traditional standards and skills. Developing, capturing, sharing, and assessing student learning can be problematic when traditional testing or classroom assessment methods are not an…
Descriptors: Electronic Publishing, Special Education, Portfolio Assessment, High School Students
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Walker, Virginia L. – Exceptionality, 2017
The purpose of this survey study was to assess the perceived skill level and educational needs of special education paraprofessionals in the area of function-based intervention and to identify paraprofessionals' preferred training delivery method(s) and any variables that affect paraprofessionals' preference for these methods. Special education…
Descriptors: Educational Needs, Special Education, Online Surveys, Disabilities
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Polikoff, Morgan S. – State Education Standard, 2017
The Every Student Succeeds Act (ESSA) gives state boards of education a tremendous opportunity to revamp education policy. The federal government will have dramatically reduced influence over issues related to standards and accountability systems. States will have increased freedom to revise state standards and assessment systems, change the…
Descriptors: Educational Policy, Educational Change, Educational Strategies, Success
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Graham, Deborah J.; Eadens, Daniel W. – Education Leadership Review of Doctoral Research, 2017
This correlation study examined relationships between special education and standardized testing variables of 100 Arizona secondary school districts with Native American populations, and the archival records for postsecondary outcomes between 2012 and 2014 of students with disabilities, using archival data collected by the Arizona Department of…
Descriptors: Disabilities, Correlation, Special Education, Standardized Tests
Tung, Rosann – Voices in Urban Education, 2017
Fueled by the No Child Left Behind Act (NCLB) and its focus on standardized testing, the U.S. assessment system has been driven by capitalism rather than educational benefit. Annually, the testing industry, which four companies monopolize, is valued at between $400 and $700 million. The testing industry drives Americans to spend $13.1 billion each…
Descriptors: Performance Based Assessment, Student Needs, Student Diversity, Alternative Assessment
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