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Powell, Cynthia G. – ProQuest LLC, 2010
The enactment of the No Child Left Behind Act of 2001 created a movement that focused on closing the achievement gap between students at-risk for failure and students who demonstrated academic achievement. The resilience paradigm surfaced as a result of research that showed the capacity of human beings to succeed in spite of risk and adversity. A…
Descriptors: Resilience (Psychology), Achievement Gap, Student Attitudes, School Culture
Fan, Xitao; And Others – 1994
The hypothesis that faulty classical psychometric and sampling procedures in test construction could generate systematic bias against ethnic groups with smaller representation in the test construction sample was studied empirically. Two test construction models were developed: one with differential representation of ethnic groups (White, African…
Descriptors: Ethnic Groups, Genetics, High School Students, High Schools
Houston Independent School District, 2017
According to the Texas Education Code §29.121 and the Houston Independent School District (HISD) Board Policy, Gifted and Talented (G/T) students are "those identified by professionally qualified persons, who perform at, or show the potential for performing at a remarkably high level of accomplishment when compared to others of the same age,…
Descriptors: Compliance (Legal), Gifted Education, Program Effectiveness, Elementary Secondary Education
Houston Independent School District, 2015
According to Section 29.123 of the Texas Education Code, the "Texas State Plan for the Education of Gifted/Talented Students" (G/T) forms the basis of program accountability for state-mandated services for G/T students. In the Houston Independent School District (HISD), G/T students were served through one of two program designs:…
Descriptors: Compliance (Legal), Gifted Education, Program Effectiveness, Elementary Secondary Education
Houston Independent School District, 2016
According to the Texas Education Code §29.121 and the Houston Independent School District (HISD) Board Policy, Gifted and Talented (G/T) students are "those identified by professionally qualified persons, who perform at, or show the potential for performing at a remarkably high level of accomplishment when compared to others of the same age,…
Descriptors: Compliance (Legal), Gifted Education, Program Effectiveness, Elementary Secondary Education
Houston Independent School District, 2013
According to the Texas Education Code §29.121 and the Houston Independent School District (HISD) Board Policy, Gifted and Talented (G/T) students are "those identified by professionally qualified persons, who perform at, or show the potential for performing at a remarkably high level of accomplishment when compared to others of the same age,…
Descriptors: Compliance (Legal), Gifted Education, Program Effectiveness, Elementary Secondary Education
Peer reviewed Peer reviewed
Hoxby, Caroline M. – Education Next, 2002
Examines the effect of peers on elementary grade reading and mathematics scores. Finds, for example, that third-grade girls score higher on reading tests in all-female classes, that boys and girls score higher in mathematics in classes with larger percentages of females, and that Hispanic students score higher in mathematics and reading when class…
Descriptors: Asian American Students, Black Students, Elementary Education, Females
Peer reviewed Peer reviewed
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Lorence, Jon; Dworkin, Anthony Gary.; Toenjes, Laurence A.; Hill, Antwanette N. – Brookings Papers on Education Policy, 2002
Although considerable research examines the impact of grade retention on student academic achievement, various shortcomings exhibited across these studies make it difficult to derive any concrete generalizations about the effectiveness of requiring students to repeat a grade. By utilizing data based on a cohort of all low-achieving elementary…
Descriptors: Elementary School Students, Grade Repetition, Reading Tests, Social Promotion