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No Child Left Behind Act 20011
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Showing 1 to 15 of 50 results Save | Export
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Furnari, Emily C.; Whittaker, Jessica; Kinzie, Mable; DeCoster, Jamie – Grantee Submission, 2017
The No Child Left Behind Act requires that 95% of students in all public elementary and secondary schools are assessed in mathematics. Unfortunately, direct assessments of young students can be timely, costly, and challenging to administer. Therefore, policy makers have looked to indirect forms of assessment, such as teachers' ratings of student…
Descriptors: Accuracy, Alternative Assessment, Children, Correlation
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Furnari, Emily C.; Whittaker, Jessica; Kinzie, Mable; DeCoster, Jamie – Journal of Psychoeducational Assessment, 2017
The No Child Left Behind Act requires that 95% of students in all public elementary and secondary schools are assessed in mathematics. Unfortunately, direct assessments of young students can be timely, costly, and challenging to administer. Therefore, policy makers have looked to indirect forms of assessment, such as teachers' ratings of student…
Descriptors: Accuracy, Preschool Teachers, Preschool Children, Mathematics Skills
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Lewis Presser, Ashley; Clements, Margaret; Ginsburg, Herbert; Ertle, Barbrina – Early Education and Development, 2015
Research Findings: Big Math for Little Kids (BMLK) is a mathematics curriculum developed for use with 4- and 5-year-old children. To investigate the BMLK curriculum's effect on children's mathematics knowledge, this cluster-randomized controlled trial randomly assigned child care centers to provide mathematics instruction to children, using either…
Descriptors: Preschool Curriculum, Preschool Education, Preschool Children, Kindergarten
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Valle, Melisa S.; Waxman, Hersh C.; Diaz, Zulmaris; Padron, Yolanda N. – Journal of Educational Research, 2013
The authors, in a nonexperimental randomized study, used national data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) to examine present instructional practices for Grade 5 mathematics classrooms and its impact on achievement for White non-Hispanic non-English language learners (ELLs), Hispanic non-ELLs, and Hispanic…
Descriptors: Grade 5, Elementary School Mathematics, Mathematics Instruction, Teaching Methods
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Sonnenschein, Susan; Galindo, Claudia – Journal of Educational Research, 2015
This study used Early Childhood Longitudinal Study-Kindergarten Cohort data to examine influences of the home and classroom learning environments on kindergarten mathematics achievement of Black, Latino, and White children. Regardless of race/ethnicity, children who started kindergarten proficient in mathematics earned spring scores about 7-8…
Descriptors: Early Childhood Education, Kindergarten, Family Environment, Family Influence
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Gottfried, Michael – British Educational Research Journal, 2016
In an era of a declining quality and quantity of students entering and persisting in mathematics in the USA, researchers and policy makers are looking for new strategies to engage students in these fields and improve mathematics outcomes. One push has been to make mathematics instruction more relevant with real-world applications throughout the…
Descriptors: Mathematics, Mathematics Instruction, Kindergarten, Mathematics Achievement
Taylor-Buckner, Nicole C. – ProQuest LLC, 2014
Mathematics education in the elementary schools has experienced many changes in recent decades. With the curriculum becoming more complex as a result of each modification, immense pressure has been put on schools to increase student proficiency. The Common Core State Standards is the latest example of this. These revisions to the mathematics…
Descriptors: Mathematics Instruction, Elementary School Mathematics, Mathematics Skills, Mathematics Education
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Moon, Ui Jeong; Hofferth, Sandra – Teachers College Record, 2018
Background/Context: Increased interest in the correlates of media devices available to children has led to research indicating that access to and use of technology are positively associated with children's academic achievement. However, the digital divide remains; not all children have access to digital technologies, and not all children can…
Descriptors: Access to Computers, Immigrants, Children, Longitudinal Studies
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Morgan, Paul L.; Frisco, Michelle L.; Farkas, George; Hibel, Jacob – Journal of Special Education, 2017
Since the landmark enactment of Education of the Handicapped Act in 1975, special education supports and services have been provided to children with disabilities. Although costly, the intentionality of these specialized services has been to advance the educational and societal opportunities of children with disabilities as they progress to…
Descriptors: Disabilities, Kindergarten, Mathematics Skills, Special Education
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Eddy, Colleen M.; Easton-Brooks, Donald – Urban Education, 2011
Educators, administrators, and policymakers focus much attention on closing the achievement gap, and various approaches have been suggested. The present study focuses on one approach being suggested: student-teacher ethnic matching. The study focused on the long-term contributions of African American ethnic matching to mathematical test scores of…
Descriptors: Achievement Gap, African American Students, Mathematics Achievement, Educational Methods
Presser, Ashley Lewis; Clements, Margaret; Ginsburg, Herbert; Ertle, Barbrina – Education Development Center, Inc, 2012
"Research Findings: Big Math for Little Kids" ("BMLK") is a mathematics curriculum designed for 4- and 5-year-old children. In this study, the curriculum was evaluated for effectiveness over two years, using a cluster-randomized controlled study. Over 750 children participated in the study and experienced either the…
Descriptors: Outcome Measures, Mathematics Curriculum, Control Groups, Mathematics Education
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Lubienski, Sarah T.; Robinson, Joseph P.; Crane, Corinna C.; Ganley, Colleen M. – Journal for Research in Mathematics Education, 2013
Amid debates about the continued salience of gender in mathematics, this report summarizes an IES-funded investigation of gender-related patterns in the Early Childhood Longitudinal Study-Kindergarten Class of 1998-99 (ECLS-K). Girls' and boys' mathematics achievement, confidence, and interest were examined, along with experiences at home and…
Descriptors: Mathematics Achievement, Gender Differences, Self Esteem, Student Interests
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Uribe-Flórez, Lida J.; Wilkins, Jesse L. M. – International Journal of Science and Mathematics Education, 2017
Using data from the Early Childhood Longitudinal Study (ECLS) 1998/1999, we examine the relationship between elementary students' (K-5) manipulative use and mathematics learning. Using a cross-sectional correlational analysis, we found no relationship between manipulative use and student mathematics "achievement". However, using a…
Descriptors: Correlation, Elementary School Students, Manipulative Materials, Children
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Wilson, Hope E. – Journal for the Education of the Gifted, 2015
Research has demonstrated mixed results regarding differences in social and emotional characteristics between gifted and typical populations. The purpose of this secondary analysis of data from the Early Childhood Longitudinal Study: Birth Cohort (ECLS-B) is to investigate the affective characteristics of early mathematics and literacy ability…
Descriptors: Social Development, Emotional Development, Early Childhood Education, Mathematics Skills
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Jamil, Faiza M.; Larsen, Ross A.; Hamre, Bridget K. – Journal for Research in Mathematics Education, 2018
The current study uses a large, nationally representative data set and a new method for computing teacher expectations to better understand the developmental effect of mathematics teacher expectations on future student achievement. The study utilizes autoregressive cross-lagged models with 5 time points between kindergarten and 8th grade as well…
Descriptors: Teacher Expectations of Students, Mathematics Achievement, Elementary Secondary Education, Longitudinal Studies
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