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Jones, Roy G. – ProQuest LLC, 2013
High school administrators in the United States find students dropping out of school problematic. The federal government created the No Child Left Behind (NCLB) mandate to provide a system of accountability to public schools and school systems, while stressing the importance of teaching research-based lessons. According to the mandate, schools and…
Descriptors: High School Freshmen, Transitional Programs, Scores, Standardized Tests
US Department of Education, 2008
Six years after passage of No Child Left Behind and midway to the nation's goal of having students on grade level or better in reading and math by 2014, more data than ever before has been collected about the academic performance of American students and schools. Information in this brochure charts student demographics, achievement-to-date and…
Descriptors: Educational Quality, Advanced Placement, Graduation Rate, Federal Legislation
Center on Education Policy, 2009
This general achievement trends profile includes information that the Center on Education Policy (CEP) and the Human Resources Research Organization (HumRRO) obtained from states from fall 2008 through April 2009. Included herein are: (1) Bullet points summarizing key findings about achievement trends in that state at three performance…
Descriptors: Academic Achievement, Achievement Gains, Achievement Tests, Educational Legislation
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Beck, Lisa D. – Journal of Staff Development, 2008
No Child Left Behind (NCLB) brought with it a barrage of data from standardized tests, but when do teachers have time to analyze student data? The first days of school are hectic preparing classrooms, organizing supplies, learning the names on class rosters, and completing mounds of paperwork. This article describes D-Day--a day for data…
Descriptors: Federal Legislation, Standardized Tests, Academic Achievement, Test Results
Alliance for Excellent Education, 2009
In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…
Descriptors: Educational Attainment, Secondary Education, High School Students, High Schools
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Gordon, Howard R. D.; Yocke, Richard J.; Maldonado, Cecilia; Saddler, Sterling J. – Journal of Career and Technical Education, 2007
The purpose of this study was to determine how selected career and technical education teachers (CTE) in West Virginia perceived the impact of the No Child Left Behind (NCLB) Act. A convenience sample was used to select thirty-seven (N = 37) career and technical education teachers from five Southern West Virginia career and technical schools. The…
Descriptors: School District Autonomy, Teacher Effectiveness, Federal Legislation, Vocational Education Teachers
Gordon, Howard R. D.; Yocke, Richard – Online Submission, 2005
The purpose of this study was to determine how career and technical education teachers(CTE) in West Virginia perceived the impact of the No Child Left Behind (NCLB) Act. A purposive sample was used to select thirty-seven (N=37) career and technical education teachers from five Southern West Virginia vocational schools. The data collection…
Descriptors: Program Effectiveness, Federal Legislation, Vocational Schools, Teaching Experience
Henke, Karen Greenwood – Technology & Learning, 2007
Graduating students who can compete in the digital age is imperative but remains an uphill battle in the absence of a strong national technology policy, empowered education leadership, and ongoing dialogue involving business, community, government, and educators. Meantime, in pockets around the country, some states, districts, and schools are…
Descriptors: State Standards, Curriculum Development, Technological Literacy, Education Work Relationship
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O'Byrne, B.; Securro, S.; Jones, J.; Cadle, C. – Journal of Computer Assisted Learning, 2006
Research in integrated learning systems has demonstrated a need for rigorous studies that identify how such systems influence learning, and in particular that of low achieving students. No Child Left Behind legislation mandated evidence-based interventions as the standard for instructional approaches in American public schools. This…
Descriptors: Integrated Learning Systems, Low Achievement, Middle School Students, Intervention
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Bickel, Robert; Maynard, A. Stan – Education Policy Analysis Archives, 2004
Critics of "No Child Left Behind" judge that it oversimplifies the influence of social context and the place of socially ascribed traits, such as social class, race, and gender, in determining achievement. We hold that this is especially likely to be true with regard to gender-related group effects and gender-implicated interaction…
Descriptors: Rural Schools, Social Class, Sanctions, Federal Legislation
Bickel, Robert; Cadle, Connie – Appalachian Collaborative Center for Learning, 2004
Standardized achievement tests as measures of school performance are an inescapable fact of life in U.S. public education. Critics of such tests hold that U.S. education policy has made achievement test scores more important than achievement itself. "No Child Left Behind," the centerpiece of the Bush Administration's domestic agenda, places a…
Descriptors: Federal Legislation, Economically Disadvantaged, Courseware, Achievement Gains
Southern Regional Education Board, 2004
The Southern Regional Education Board adopted Challenge to Lead education goals to focus and hold attention on educational improvement in its 16 states. This report provides an overview of West Virginia's progress toward meeting these important goals. Challenge to Lead asserts: "With almost half of the new jobs created in America in the 1990s,…
Descriptors: Educational Improvement, Educational Objectives, Academic Achievement, Transitional Programs
Securro, Samuel; Jones, Jerry D.; Cantrell, Danny; Blackwell, James – Journal on School Educational Technology, 2006
The "No Child Left Behind" Act mandated the need for research-based interventions to increase and to improve learning and achievement for all youngsters. Research in computer-based instruction and intervention for learning basic skills and related achievements in content area subjects has documented the need for controlled investigations…
Descriptors: Intervention, Computer Software, Computer Uses in Education, Standardized Tests
Beeson, Elizabeth, Ed. – Rural Policy Matters, 2002
This document contains the 12 issues of "Rural Policy Matters" published in 2002. Issues examine recent educational research on small and rural schools; report on court litigation related to rural school finance and educational adequacy, resources for community action in support of rural schools, and outcomes of school consolidation;…
Descriptors: Accountability, Activism, Advocacy, Court Litigation
Sterbinsky, Allan; Ross, Steven; Redfield, Doris – 2003
For schools to spend Title I funds on comprehensive school reform (CSR) programs under the No Child Left Behind Act, there must be empirical evidence of significant improvement in the academic achievement of CSR students. Unfortunately, there is a dearth of convincing evidence that CSR programs have a positive impact on student achievement. Over a…
Descriptors: Academic Achievement, Educational Change, Educational Environment, Educational Practices