Publication Date
| In 2024 | 0 |
| Since 2023 | 0 |
| Since 2020 (last 5 years) | 0 |
| Since 2015 (last 10 years) | 0 |
| Since 2005 (last 20 years) | 1 |
Descriptor
| Academic Achievement | 1 |
| Accountability | 1 |
| Enrollment | 1 |
| Federal Legislation | 1 |
| Global Approach | 1 |
| Grade 4 | 1 |
| Grade 8 | 1 |
| High Achievement | 1 |
| Low Achievement | 1 |
| Mathematics Achievement | 1 |
| Reading Achievement | 1 |
| More ▼ | |
Source
| Thomas B. Fordham Institute | 1 |
Publication Type
| Collected Works - General | 1 |
| Reports - Evaluative | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Elementary Secondary Education | 1 |
Audience
Location
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
| Texas Assessment of Academic… | 1 |
What Works Clearinghouse Rating
Download full textLoveless, Tom; Parkas, Steve; Duffett, Ann – Thomas B. Fordham Institute, 2008
This report contains two separate studies examining the status of high-achieving students in the No Child Left Behind (NCLB) era. Part I, An Analysis of NAEP Data, authored by Brookings Institution scholar Tom Loveless, examines achievement trends for high-achieving students (defined, like low-achieving students, by their performance on the…
Descriptors: Federal Legislation, Low Achievement, Academic Achievement, Teacher Surveys
