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Wyatt, Jeffrey; Kobrin, Jennifer; Wiley, Andrew; Camara, Wayne J.; Proestler, Nina – College Board, 2011
The current study was part of an ongoing effort at the College Board to establish college readiness benchmarks on the SAT[R], PSAT/NMSQT[R], and ReadiStep[TM] as well as to provide schools, districts, and states with a view of their students' college readiness. College readiness benchmarks were established based on SAT performance, using a sample…
Descriptors: College Entrance Examinations, Benchmarking, High School Students, Readiness
Texas Education Agency, 2017
The Texas Education Agency's (TEA's) 2017 Annual Report is intended to shine light on the agency's commitment to ensuring that every one of the more than five million public school students in Texas is prepared for success in college, a career or the military. In Texas public schools: (1) Graduation rates are at an all-time high and put Texas in…
Descriptors: Educational Planning, Strategic Planning, Statewide Planning, State Departments of Education
Mattern, Krista D.; Shaw, Emily J.; Xiong, Xinhui – College Board, 2009
This study focused on the relationship between students' Advanced Placement Program[R] (AP[R]) performance in AP English Language, Biology, Calculus, and U.S. History, and their subsequent college success. For each AP Exam studied, students were divided into three groups according to their AP Exam performance (no AP Exam taken, score of 1 or 2,…
Descriptors: Grade Point Average, Academic Achievement, Advanced Placement Programs, Calculus
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Irving, Karen E.; Bell, Randy L. – Journal of Science Education and Technology, 2004
For educational technology integration in content disciplines to succeed, teachers and teacher educators need clear standards delineating why, how, where, and how much educational technology they should include in their teaching. This paper examines the visions offered by current science, mathematics, and educational technology standards for…
Descriptors: Educational Technology, Sciences, Mathematics, Technology Integration
Lessler, Karen Jean – ProQuest LLC, 2010
The Federal education policy No Child Left Behind Act (NCLB) has initiated high-stakes testing among U.S. public schools. The premise of the NCLB initiative is that all students reach proficiency in reading and math by 2014. Under NCLB, individual state education departments were required to implement annual assessments in grades two through eight…
Descriptors: Evidence, Schools of Education, History, Teacher Effectiveness
Gewertz, Catherine – Education Week, 2012
One of the chief architects of the Common Core State Standards was named the next president of the College Board and said one of his top priorities is to reshape the organization's influential college-admissions test, the SAT, to better reflect the new standards. David Coleman will assume his new duties on Oct. 15, replacing Gaston Caperton, who…
Descriptors: College Entrance Examinations, Alignment (Education), State Standards, Academic Standards
Wainer, Howard – Princeton University Press, 2011
"Uneducated Guesses" challenges everything our policymakers thought they knew about education and education reform, from how to close the achievement gap in public schools to admission standards for top universities. In this explosive book, Howard Wainer uses statistical evidence to show why some of the most widely held beliefs in…
Descriptors: Advanced Placement Programs, Academic Achievement, Aptitude Tests, Achievement Gap
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Hartman, Jenifer J. – NASSP Bulletin, 2017
Increasing students' academic success in postsecondary endeavors is an important goal for both high school and college institutions today. However, the standards for high school graduation and college readiness are not well aligned, and successful transition from high school to college is problematic for many students, particularly in math. This…
Descriptors: Partnerships in Education, Elementary Secondary Education, Higher Education, Mathematics Achievement
Jacobson, Linda – Education Week, 2004
In this article, the author presents Kathy B. Cox, Georgia state schools' superintendent. She has been very conscientious about the needs of teachers and the needs of principals. She has shown creativity by establishing a position at the department to work specifically on raising SAT scores in the state--which ranks last in national comparisons on…
Descriptors: Superintendents, Profiles, Change Agents, School Supervision
Abdulkadiroglu, Atila; Angrist, Joshua D.; Pathak, Parag A. – National Bureau of Economic Research, 2011
Talented students compete fiercely for seats at Boston and New York exam schools. These schools are characterized by high levels of peer achievement and a demanding curriculum tailored to each district's highest achievers. While exam school students clearly do very well in school, the question of whether an exam school education adds value…
Descriptors: Public Schools, Selective Admission, Attendance, Academic Achievement
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Beekman, John A.; Ober, David – School Science and Mathematics, 2015
Nine years of results on 4.2 million of Indiana's Indiana Statewide Testing for Educational Progress (ISTEP) mathematics (math) exams (grades 3-10) taken after the implementation of No Child Left Behind have been used to determine gender gaps and their associated trends. Sociocultural factors were investigated by comparing math gender gaps and gap…
Descriptors: Mathematics Tests, Mathematics Achievement, Gender Differences, Trend Analysis
Forester, Christine A.; Drake, Tonya M. – Arizona Commission for Postsecondary Education, 2005
This document, from the Arizona Minority Education Policy Analysis Center (AMEPAC), reports the educational achievement of minority students in Arizona, from kindergarten through college. As a snapshot it is simply a description of what is, and the data are, thus, open to interpretation. How the numbers look and what they mean may be two different…
Descriptors: Minority Groups, Elementary Secondary Education, Policy Analysis, Enrollment Trends
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Wai, Jonathan; Lubinski, David; Benbow, Camilla P.; Steiger, James H. – Journal of Educational Psychology, 2010
Two studies examined the relationship between precollegiate advanced/enriched educational experiences and adult accomplishments in science, technology, engineering, and mathematics (STEM). In Study 1, 1,467 13-year-olds were identified as mathematically talented on the basis of scores [greater than or equal to] 500 (top 0.5%) on the math section…
Descriptors: STEM Education, Educational Experience, Educational Opportunities, Student Motivation
Labas, Gladys; Minaya Rowe, Liliana – Online Submission, 2010
This paper reports on how ten school districts and a state university system address a state-funded college readiness program for high school student achievement in mathematics and English. It addresses in qualitative and quantitative detail: (a) the school-university partnership designed to decrease the number of high school students that require…
Descriptors: Mathematics Achievement, Outcomes of Education, Academic Achievement, School Districts
Center on Education Policy, 2010
In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Florida students showed gains almost across the board in both reading and math at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. Progress has been made in narrowing achievement gaps in both…
Descriptors: Achievement Gap, Achievement Gains, Reading Achievement, Mathematics Achievement
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