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Haertel, Edward H. – Educational Psychologist, 2018
In the service of educational accountability, student achievement tests are being used to measure constructs quite unlike those envisioned by test developers. Scores are compared to cut points to create classifications like "proficient"; scores are combined over time to measure growth; student scores are aggregated to measure the…
Descriptors: Achievement Tests, Scores, Test Validity, Test Interpretation
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Mandinach, Ellen B. – Educational Psychologist, 2012
Data-driven decision making has become an essential component of educational practice across all levels, from chief state school officers to classroom teachers, and has received unprecedented attention in terms of policy and financial support. It was included as one of the four pillars in the American Recovery and Reinvestment Act (2009),…
Descriptors: Evidence, State Schools, Educational Psychology, Educational Practices
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Good, Thomas L.; Wiley, Caroline R. H.; Sabers, Darrell – Educational Psychologist, 2010
Asked to review the four articles that appear in this special issue of "Educational Psychologist," these authors discuss the articles in alphabetical order, describe their major arguments, analyze strengths and weaknesses from their perspective, and provide some considerations. The analysis section about each article brings their…
Descriptors: Educational Change, Criticism, Accountability, Student Evaluation
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Schraw, Gregory – Educational Psychologist, 2010
The goal of this special issue of "Educational Psychologist" is to consider the challenges of schooling in the age of accountability. Four experts were invited to review and evaluate the relationship between school accountability and school improvement, professional development, assessment, and student motivation. Each article provides…
Descriptors: Accountability, Professional Development, Educational Assessment, Student Motivation
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Forte, Ellen – Educational Psychologist, 2010
Many wonder whether the No Child Left Behind Act of 2001 (NCLB) will realize its goal of improving achievement among low-performing students in high-poverty schools. An examination of assumptions that underlie the accountability and school improvement aspects of this federal policy suggests that it will not. In spite of the coherence of the…
Descriptors: Federal Legislation, Educational Change, Accountability, Educational Policy
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Hochberg, Eric D.; Desimone, Laura M. – Educational Psychologist, 2010
For professional development to be effective as an accountability policy mechanism, it must address challenges posed by accountability while also building teachers' capacity to change. This article details the role of professional development in the accountability system and provides a review of literature on effective professional development,…
Descriptors: Accountability, Professional Development, Reading Teachers, Mathematics Teachers
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Juvonen, Jaana – Educational Psychologist, 2007
This article provides a brief historical context and analysis of current middle school reform efforts to promote student engagement by facilitating social relationships. International comparisons of perceived social climate are presented to assess whether sense of belonging and support are lacking in American schools. Research documenting…
Descriptors: School Restructuring, Middle Schools, Educational Change, Social Environment
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Ryan, Katherine E.; Ryan, Allison M. – Educational Psychologist, 2005
The No Child Left Behind Act (2002) articulates a vision emphasizing the attainment of high achievement for all students. This legislation has defined a vital role for large-scale assessment in determining whether students are learning. However, standardized mathematics test performance by females and Black students continues to be a source of…
Descriptors: Federal Legislation, Mathematics Achievement, Stereotypes, Mathematics Tests