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Giersch, Jason – Educational Policy, 2018
Academic tracking is a common feature of school organization, but it produces inequalities in student outcomes. High-stakes testing policies offer new opportunities for assessing students' progress, but the instruments raise concerns about relying on such narrow measures of learning. This study utilizes a longitudinal data set that follows one…
Descriptors: Track System (Education), High Stakes Tests, Outcomes of Education, Academic Achievement
Balfanz, Robert; DePaoli, Jennifer; Atwell, Matthew; Bridgeland, John – Civic Enterprises, 2018
Students in America live in two educational nations. In the vast majority of high schools with 300 or more students, the average graduation rate is already at the national goal of 90 percent or more and dropping out is a rarity. In the remaining high schools, the average graduation rate is 49 percent and on-time graduation for students is only a…
Descriptors: High Schools, Low Achievement, Educational Change, School Turnaround
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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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Rubin, Beth C. – National Education Policy Center, 2017
The No Child Left Behind Act (NCLB) was signed into law in 2001, fueled by bipartisan concern about the standardized test scores of U.S. students in comparison with their international cohort and dissatisfaction with gaps in achievement between certain student groups--low income, English-language learners, special education, and students of…
Descriptors: Educational Legislation, Federal Legislation, Standardized Tests, High Stakes Tests
Kyler, Katherine – ProQuest LLC, 2017
Education has undergone a sweeping renovation throughout the last several decades as part of the school accountability movement aimed to increase student success. High school graduation rates are the highest they have been in decades. School accountability measures continue to be implemented and modified with a goal of increasing student success…
Descriptors: Educational Trends, National Competency Tests, Scores, Adolescents
Molina, Leslie – ProQuest LLC, 2017
The purpose of this study was to investigate the effects of adapted materials paired with evidence-based strategies during literacy instruction for high school students with moderate to severe disabilities. Historically, students with severe disabilities have been denied consistent and quality literacy instruction in the educational setting. If…
Descriptors: Literacy Education, Disabilities, Severe Disabilities, Severity (of Disability)
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Dalton, Ben – RTI International, 2017
The rise of the accountability movement in education has resulted in the proliferation of school report cards, school ratings and rankings, and other kinds of performance reporting for public consumption and policy use. To understand the strengths and limitations of school rating systems and the role they play in shaping public perceptions and…
Descriptors: Accountability, Institutional Evaluation, Performance, High Schools
Randolph, Cassandra Jones – ProQuest LLC, 2017
The passing of the Education for All Handicapped Children Act---later renamed the Individuals With Disabilities Education Act---mandated that schools and districts ensure that all available education services were comparable between students with disabilities and general education students. This mandate led to students with disabilities and…
Descriptors: Academic Achievement, Disabilities, Teacher Collaboration, Algebra
Mills, Gemar – ProQuest LLC, 2017
In the state of New Jersey, academic success at the high school level is defined by student achievement on the New Jersey High School Proficiency Assessment (NJ HSPA), which students take in the 11th grade. New Jersey high school principals are accountable for ensuring that students who attend their schools are proficient in mathematics and…
Descriptors: Academic Achievement, Exit Examinations, High Schools, Achievement Tests
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Iatarola, Patrice – Teachers College Record, 2016
This chapter summarizes a set of research studies that focus on high school course offerings, takings, and effects. Improving high school experiences and having students graduate from high school ready for college are national priorities under President Obama's Race to the Top initiative. Doing so by expanding access to advanced courses dates back…
Descriptors: Evidence, Advanced Courses, High Schools, Secondary School Curriculum
Saw, Guan – ProQuest LLC, 2016
This dissertation consists of three chapters that examine the effects of school and students improvement interventions. The first chapter investigates whether, for whom, and under which conditions high school mathematics and science course graduation requirements (CGRs) affect student achievement and educational attainment. Drawing on data from…
Descriptors: Educational Improvement, Student Improvement, Intervention, Program Effectiveness
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Kramer, Steven L.; Osgood, Jeffery; Bernotsky, Lorraine; Wolff, Edward; Merlino, F. Joseph; Garcia, Tanya I.; Kramer, Helen M. – Educational Policy, 2016
This article investigates the utility and availability of college data to evaluate the impact of high school interventions. It reports results of a pilot study that collected information about the college experiences of graduates from four high schools in the northeast United States. Using these results as a lens, the article examines what…
Descriptors: Federal Legislation, State Policy, College Readiness, Intervention
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Harman, Wm. Gregory; Boden, Camille; Karpenski, Jeremy; Muchowicz, Nicole – Education Policy Analysis Archives, 2016
In this study, the outcomes of No Child Left Behind (NCLB), as implemented in Illinois, are evaluated in terms of high school standards testing results between 2003-2013. NCLB was a policy dedicated to closing the gap in schooling outcomes nationally in the space of a decade. There have been few systematic examinations of its macro-level results…
Descriptors: Educational Legislation, Federal Legislation, Program Evaluation, Outcomes of Education
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Reyes, Reynaldo, III – High School Journal, 2016
One of the many consequences of a neoliberal, high-stakes policy in No Child Left Behind has been that teachers and administrators have resorted to the systematic removal of vulnerable student groups, such as Latina/o English language learners. This process has dehumanized these students and commodified aspects of their identity, such as language,…
Descriptors: Teacher Education, High Stakes Tests, Educational Legislation, Federal Legislation
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Gawade, Nandita G.; Meyer, Robert H. – Teachers College Record, 2016
This article uses empirical data to consider the consequences of particular characteristics of instruction and testing in high school for the modeling and estimation of value-added measures of school or teacher effectiveness. Unlike Mathematics and Reading for most elementary and middle school grades, there is a lack of annual testing of students…
Descriptors: Teacher Effectiveness, Value Added Models, High Schools, Academic Achievement
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